Ludlow Independent School District ARP ESSER Plan - July 2021
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Ludlow Independent School District
ARP ESSER Plan
July 2021During the 2020-2021 school year, the Ludlow Independent School District adhered with
the recommendation of the Governor of Kentucky, Kentucky Department of Education, and
Centers for Disease Control for temperature checks, social distancing, mitigation strategies, and
masking of all students and staff. To manage this for the school year, the Ludlow Independent
School District used a hybrid schedule for in-person instruction with half the students attending
in the morning and the other half of students attending in the afternoon. All students were also
given a virtual option in lieu of in-person instruction, if preferred by families. During the time of
high community spread, the district moved to fully virtual for all students during the first four
weeks of school and for seven weeks in the middle of the school year. Starting March 14th, all
students were given the option to return to all-day, in-person instruction. The vast majority of
students in both schools returned to all-day, in-person instruction by the 4th quarter. With the
truncated time for in-person instruction during the first three quarters of the school year, focus
for the elementary school was on reading and math during in-person instruction part of the day,
science and social studies were completed at home utilizing Google Classroom. Middle school
and high school students attended in-person instruction of half of classes on alternating days.
Due to this abbreviated schedule and half of the instructional time taking place outside of school,
student achievement data indicated that a majority of students had less than adequate growth in
all academic areas by the end of the 2020-2021 year. Most students did progress throughout the
school year academically, but most did not meet their yearly growth goals.
Moving forward from this past school year, the district was able to offer all-day
instruction for the final 40 days of school. Summer school and 21st Century programs were
offered to approximately 20% of enrolled students following the final day of school and
throughout the month of June 2021. These summer programs ranged from three hours to sixhours a day; and from 15 to 20 days of instruction, based on the students’ needs. In preparation
for the 2021-2022 school year, plans are in place to address student academic and emotional
needs to assist students back into regular routines and achieving academic goals.
As a part of the planning process for the upcoming year, district and school
administration met with teacher leaders from each of the schools to identify the concerns from
those who work with students on an on-going basis. Additionally, an on-line survey was shared
with all parents, students, staff, and community members to solicit input for improvements and
utilizing ESSER funds for this upcoming year and in the years to come. Results of the survey
were collected and shared with district administration and board of education to help drive
discussion and decision-making for planning. Input ranged from academic, social-emotional,
special needs services, to facility upgrades. Feedback for academic recovery included additional
interventionists, academic programming, professional development for staff, additional
instructional times and days, along with events for family engagement. Feedback in regards to
social-emotional needs of students included additional counseling services with both school-
based and outside agencies.
With this feedback, school administration, staff, and the Ludlow Board of Education
developed this plan to address many of the concerns and ideas put forth by stakeholders. This
plan includes items that address academic and social-emotional needs of the students in the
district. Items included are additional personnel, additional instructional time, additional mental
health counselors, and a process to oversee the additional programming and personnel.Part I: The extent to which and how funds will be used to implement prevention and
mitigation strategies consistent with the Centers for Disease Control and Prevention
guidance on reopening schools?
Prior to the 2020-2021 school year, an evaluation of facilities was conducted to create an
environment of social distancing and other mitigation strategies. The results of this evaluation
led to purchasing of furniture, supplies, and personnel to create a safe environment for those who
chose in-person instruction. Technology was also purchased for both students and staff to
provide for a robust virtual learning environment.
Purchase Description
Chromebooks were purchased Prior Chromebooks inventory had reached the end of their
for each student enrolled useful life expectancy. With this purchase, each student was
within the school district provided a new devise, regardless of their financial situation.
New student desks were purchased to provide for six feet
New student desks separation for all students during in-person instruction
throughout the school day. Previous tables did not allow for
six feet of separation of students
With students unable to share a water fountain, bottle fill
Bottle fill station stations were purchase in place of current water fountains so
all students could bring and fill their own water bottles during
the school day.
To provide for quick temperature checks for all students and
staff, temperature check equipment was purchased for each
Temperature check equipment entrance of the school. This provided a way for all people
entering the schools to be checked for fever and recorded for
contact tracing.
With the new responsibilities for Covid protocols, contact
tracing, parent communication, and communication with the
Community Liaison position local health department, the district created a position to
handle only these responsibilities during the 2020-2021
school year.
Hand sanitizer dispensers were installed in each classroom for
frequent use. Fogging machines were purchased to disinfect
Additional cleaning supplies rooms between in-person instruction sessions. Additional
disinfectants, paper towels, and gloves were purchased for
each classroom in the district.
Personal Protective Masks, dividers, partitions, gloves, and visors were purchased
Equipment to reduce the spread of CovidPart II: How the local education agency (LEA) will use funds to address the academic
impact of lost instructional time through the implementation of evidence-based
interventions.
With the loss of in-person instruction during the 2020-2021 school year, many students
did not meet their yearly progress in the academic areas. Planning for academic recovery began
in the spring of 2021 to develop plans to address student needs beginning in March 2021, when
students returned to all-day in-person instruction. Additional teachers were hired for the 4th
quarter of school to reduce class sizes to provide social distancing and to provide for small group
instruction. As the school year was finishing up, all students were assessed in reading and math
utilizing MAP to determine their academic progress for the school year. Fifty-two elementary
students and 62 middle school/high school students were identified to attend summer school for
the month of June to provide additional academic support and for credit recovery for students
that did not pass courses. Our 21st Century grant programs of SHINE and SOAR provided
summertime enrichment for 40 elementary students and 32 middle school students. Planning for
the 2021-2022 school year will utilize funds to provide for additional personnel for interventions,
additional programming, and additional instructional time to address student needs. Funding will
also be utilized for addressing social-emotional needs of students as they return for the school
year.
Purchase Description Program Citation for Evidence-Based Practice
On-line reading Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger,
program for Lexia T., and Torgesen, J. (2008). Improving adolescent literacy:
Lexia Reading grades Effective classroom and intervention practices: A Practice
Program Kindergarten Guide (NCEE #2008-4027). Washington, DC: National
through 6th Center for Education Evaluation and Regional Assistance,
grade for all Institute of Education Sciences, U.S. Department of
students for 20 Education.
minutes a day to https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_08
address deficits 2608.pdf
in individual
reading skills for Lexia: WWC results indicate an improvement index of 11
each student for alphabetics and 11 for comprehensionAccelerated Accelerated Black, P., & William, D. (1998). Inside the black box: Raising
Readers is a Reader standards through classroom assessment. Phi Delta Kappan,
Accelerated program that 92, 81 -90.
Reader assesses student http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
comprehension
of books that are O’Connor, John (2009) Turning Average Instruction Into
read in and out Great Instruction. Rowman & Littlefield Education.
of school
O’Connor, John (2016) Great Instruction, Great Achievement
for Students with Disabilities.
Accelerated Readers: WWC results indicate an improvement
index of 2 for adolescent literacy comprehension.
Primary Literacy Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T.,
Interventionist and Torgesen, J. (2008). Improving adolescent literacy:
will assess Effective classroom and intervention practices: A Practice
students in Guide (NCEE #2008-4027). Washington, DC: National Center
grades for Education Evaluation and Regional Assistance, Institute
Kindergarten to of Education Sciences, U.S. Department of Education.
3rd grade for https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_
Primary needs in the
082608.pdf
Literacy areas of reading
Interventionist and writing.
and Assessments
Intervention will include
HWT: The American Journal of Occupational Therapy study
Programs universal Handwriting
in 2015, results indicate students using HWT scored
screeners in Without
significantly higher than the control group of Kindergarten
MAP, STAR, Tears
printing.
and Curriculum-
based measures.
Orton-Gillingham: pioneered the multisensory approach to
Students that fall Orton-
teaching reading, which is a common part of effective literacy
below the 25th Gillingham
programs. This means that instructors use sight, hearing,
percentile will
touch, and movement to help students connect language with
receive tiered
letters and words. Orton–Gillingham is widely used to teach
interventions for
students with dyslexia.
the identified
area(s).
SPIRE is an intensive reading intervention program
SPIRE
incorporating the latest reading research regarding how
dyslexic students learn to read. SPIRE is based on the
Orton-Gillingham approach. According to the Florida Center
for Reading Research: Strengths of Sounds Sensible and
S.P.I.R.E, scope and sequence is evident and each lesson
provides multiple practice opportunities of previously learned
skills to attain mastery.
According to the Florida Center for Reading Research: In
Saxon
sum, Saxon Phonics and Spelling is founded on research
Phonics
principles that have been shown repeatedly to be effective in
the development of young readers. Although there is
indication from a number of informal evaluations that Saxon
Phonics and Spelling may be an effective program in teaching
early reading skills, studies with more complete information
and higher research standards (e.g., use of appropriate control
groups) are needed to confirm this efficacy.The Math Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L.,
Achievement Star, J. R., & Witzel, B. (2009). Assisting students struggling
Fund Grant with mathematics: Response to Intervention (RtI) for
provide a large elementary and middle schools (NCEE 2009-4060).
portion of funds Washington, DC: National Center for Education Evaluation
for a Primary and Regional Assistance, Institute of Education Sciences,
Math U.S. Department of Education.
Interventionist, https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg
Primary Math with ESSER _042109.pdf
Interventionist funds providing
and the remaining O’Connor, John (2009) Turning Average Instruction Into
Intervention funds for salary Great Instruction. Rowman & Littlefield Education.
Program and professional
development.
The Primary
Math
Interventionist
will assess Add+Vantag AVMR: Math Recovery® students made an average gain of
students in e MR 2.22 grade levels of growth in one school year while students
grades (AVMR) is from the other intervention made an average of 1.56 years
Kindergarten to Math growth. Furthermore, when looking at the percentage of
3rd grade for Recovery students who reached grade level expectations by the end of
needs in the program the year for the entire sample, 70% of the Math Recovery®
areas of math. provided as students achieved grade level expectations whereas only 29%
Assessments Tier III math of the students from the other intervention achieved grade
will include intervention level expectations even though they had initially scored
universal for students higher at pretest than the Math Recovery® intervention
screeners in in the participants (Ludwig, Jordan, Maltbie, & Marks, 2007)
MAP, STAR, primary
and Curriculum- grade
based measures
(CBM).
Students that fall
below the 25th
percentile will
receive tiered
interventions for
the identified
area(s).
The Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T.,
Intermediate and Torgesen, J. (2008). Improving adolescent literacy:
Grades Effective classroom and intervention practices: A Practice
Interventionist Guide (NCEE #2008-4027). Washington, DC: National Center
will provide for Education Evaluation and Regional Assistance, Institute
reading, writing, of Education Sciences, U.S. Department of Education.
and math https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_
intervention to
082608.pdf
Intermediate students that fall
Grades below the 25th
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L.,
Interventionist percentile based
and on MAP and Star, J. R., & Witzel, B. (2009). Assisting students struggling
Intervention STAR. with mathematics: Response to Intervention (RtI) for
Programs Identified elementary and middle schools (NCEE 2009-4060).
students in Washington, DC: National Center for Education Evaluation
grades 4th-6th and Regional Assistance, Institute of Education Sciences, U.S.
will receive Department of Education.intervention in https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_
math utilizing pg_042109.pdf
Do the Math and
Math 180.
Identified Do the Math Do the Math: Four efficacy studies in Florida, New York,
students in Georgia, and California indicate significant improvement for
reading will students that participated with Do the Math.
receive
interventions
utilizing System System Read 180: WWC results indicate an improvement index of 6
44 and Read 44/Read 180 for comprehension, 4 for literacy achievement, and 4 for
180. These reading fluency.
interventions
will take place
during the Math 180 A study conducted by JEM&R found that Math 180 results
school day, showed that use of the MATH 180 Digital Access Solution
outside of the was associated with significant improvements in
core instruction mathematical performance, p < .01. On average, students
time for using the solution improved by 159.1 Quantile measures.
identified This level of growth exceeded the average performance
students typically seen in this cohort.
The Middle Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T.,
Grades and Torgesen, J. (2008). Improving adolescent literacy:
Interventionist Effective classroom and intervention practices: A Practice
will provide Guide (NCEE #2008-4027). Washington, DC: National Center
reading, writing, for Education Evaluation and Regional Assistance, Institute
and math of Education Sciences, U.S. Department of Education.
intervention to https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_
students that fall
082608.pdf
below the 25th
Middle Grades percentile based
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L.,
Interventionist on MAP and
STAR. Star, J. R., & Witzel, B. (2009). Assisting students struggling
Identified with mathematics: Response to Intervention (RtI) for
students in elementary and middle schools (NCEE 2009-4060).
grades 7th and Washington, DC: National Center for Education Evaluation
8th will receive and Regional Assistance, Institute of Education Sciences, U.S.
intervention in Department of Education.
math utilizing https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_
Math 180. pg_042109.pdf
Identified
students in
reading will
receive Read 180 Read 180: WWC results indicate an improvement index of 6
intervention for comprehension, 4 for literacy achievement, and 4 for
utilizing Read reading fluency.
180. These
interventions
will take place Math 180 A study conducted by JEM&R found that Math 180 results
during the showed that use of the MATH 180 Digital Access Solution
school day, was associated with significant improvements in
during the mathematical performance, p < .01. On average, students
students’ using the solution improved by 159.1 Quantile measures.
elective classes This level of growth exceeded the average performance
typically seen in this cohort.Prior to the Measures of Black, P., & William, D. (1998). Inside the black box:
Parent beginning of the Academic Raising standards through classroom assessment. Phi Delta
Communication 2021-2022 Progress Kappan, 92, 81 -90.
Advocates (50 school year, all (MAP) http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
stipends) students will
attend a day of
orientation/instr Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.
uction to receive Star A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L.,
classroom and Assessments Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., &
academic Wissel, S. (2016). Foundational skills to support reading for
expectations for understanding in kindergarten through 3rd grade (NCEE
the school year 2016-4008). Washington, DC: National Center for Education
from their Curriculum- Evaluation and Regional Assistance (NCEE), Institute of
teacher, along Based
Education Sciences, U.S. Department of Education.
with being Measures
https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_foun
assessed (CBM)
utilizing MAP, d_reading_summary_051517.pdf
STAR, and
CBM. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson,
Teachers will P. D., Schatschneider, C., & Torgesen, J. (2010). Improving
then host parent- reading comprehension in kindergarten through 3rd grade: A
teacher practice guide (NCEE 2010-4038). Washington, DC: National
conferences with Center for Education Evaluation and Regional Assistance,
all parents to Institute of Education Sciences, U.S. Department of
reviews Education.
assessment https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/readingco
results, mp_pg_092810.pdf
expectations,
and instructional O’Connor, John (2009) Turning Average Instruction Into
programming Great Instruction. Rowman & Littlefield Education.
for the school
year. Before O’Connor, John (2016) Great Instruction, Great
the first day of Achievement for Students with Disabilities.
school, all
students will
have been
assessed, placed
into tiered
interventions (if
needed), and all
information
communicated
to parents.
Part III: How the LEA will spend the remainder of its funds
The LEA will utilize the remainder of the funds to provide academic support and social-
emotional support for students and families over the course of the next three year. Programs and
services listed in section two will continue for the next three years to address academic recovery
due to the pandemic. Additional funds from ESSER will be used to provide social-emotionalassessments and therapy to students. Students will be assess using the Terrace Metrics programs
to identify areas of concern in the area of their social-emotional well-being. Results will be
analyzed by the guidance counselors and staff from each school. Concerns identified will be
discussed and communicated to parents. Funding will create multiple layers of support for
students, including counseling service from school guidance counselors, along with mental
health therapy from certified therapist on-campus. Funding will also support appropriate
mitigation strategies to stop the spread of the Covid virus, including cleaning supplies and
facility adjustments for social distancing and disinfecting.
Part IV: How the LEA will ensure that interventions address the academic impact of lost
instructional time and respond to the academic, social emotional and mental health needs
of all students.
As a part of the ESSER funds, a Director of Teaching and Learning was hired to
coordinate and assess the effectiveness of all academic recovery. The Director of Teaching and
Learning will analyze assessment data of all students within the district, develop professional
developing planning for instruction, create intervention programming for students performing
below grade-level, and coordinate additional services to support students and staff. All students
will be universally screened using MAP and Star assessments, three times a year in reading and
math to determine academic performance as compared to grade level standards. Students in the
primary grades will also be assessed using MAP and Star but will also be assessed using
Curriculum-Based Measures (CBM) in both reading and math for individual skills. Students
performing below the 25th percentile will be identified for tiered intervention in literacy and
math. Students that receive interventions will be progress monitored weekly to assess progress.Every eight weeks, progress data will be reviewed by the Advisory Team to develop the next
step for each identified students, such as advancing to a more intensive intervention.
Interventions provided are all research-based and will be instructed with fidelity, as supervised
by the Director of Teaching and Learning.
Director of Student Support Services will over the social-emotional assessments and the
providing of care for students. Assessment data from Terrace Metrics will be used to identify
students in social-emotional need. Guidance counselors will review data and develop individual
plans for students in need. Layers of interventions will be provided to all students, including
therapy provided by a certified mental health therapist. Director of Student Support Services
will also organize parent events, parent communication, and supervise the assessment and
standard of counseling services for the district.
Mental Health Trauma Courtney Wiest-Stevenson Creating trauma informed and trauma
Wellness & Informed & Cindy Lee (2016) sensitive schools will continue to be an
Social Schools Trauma-Informed Schools, area of focus for Ludlow Independent
Emotional Journal of Evidence- School District. The district will utilize
Learning Informed Social Work, 13:5, Trauma Teams at the district and
498-503, DOI: building level to build capacity to
10.1080/23761407.2016.11 effectively and efficiently respond to
66855 student trauma within the district.
Members of the Trauma Teams will
Longhi, D. (2015). Higher continue to be paid a stipend in order to
resilience and school build capacity in all schools with the
performance among goals of:
students with
disproportionately high a.) Understanding trauma, types of
adverse childhood trauma and traumatic stress
experiences (ACEs) at b.) Trauma and the brain
Lincoln High, in Walla c.) Trauma Teams roles and
Walla, Washington, 2009 to responsibilities (data tracking)
2013. Olympia, WA: d.) What is a Trauma Sensitive School
Participatory Research e.) Handle with Care: Responding to
Consulting, LLC. Trauma Exposed Students
https://www.pacesconnectio
n.com/fileSendAction/fcTyp
e/0/fcOid/46630710327977
0868/filePointer/466307103
281285022/fodoid/4663071
03281285018/LH%20report
%20final%20%281%29.pdfMissouri Department of Funding may provide additional staffing
Health. (2019). The for school counselors who will
Missouri Model: A participate in the trauma team, track
developmental framework school level data, create and manage the
for trauma informed school referral pathway, and make best
approaches. MO Dept. of practice recommendations for trauma
Mental Health and Partners. interventions.
https://dmh.mo.gov/media/p
df/missouri-model- ARP funds may be used to purchase a
developmental-framework- series of professional books for
trauma-informed- employees in order to participate in
approaches books studies around trauma sensitive
schools and self-care. Stipends may be
used to encourage teacher and
Pynoos, R. S, Fairbank, J. paraprofessional participation as well as
A., Steinberg, A. M., fund trauma teams to facilitate on-going
Amaya-Jackson, L., Gerrity, book studies during the school year and
E., Mount, M. L., & Maze, during breaks.
J. (2008). The National
Child Traumatic Stress
Network: Collaborating to
improve the standard of
care. Professional
Psychology: Research and
Practice, 39(4), 389–395.
https://doi.org/10.1037/a001
2551
Substance abuse and mental
health services
administration. (2014).
SAMHSA’s Concept of
Trauma and Guidance for a
Trauma-Informed
Approach. HHS Publication
No. (SMA) 14-4884.
Rockville, MD: Substance
Abuse and Mental Health
Services Administration.
https://ncsacw.samhsa.gov/u
serfiles/files/SAMHSA_Tra
uma.pdf
Trauma Sensitive Schools
Training Package. (2021).
National Center on Safe and
Supportive Learning
Environments.
https://safesupportivelearnin
g.ed.gov/trauma-sensitive-
schools-training-packageMental Substance abuse and mental The district plans to utilize funds to hire
Health health services additional mental health therapists to
Therapists administration. (2014). work at the school and district level to
SAMHSA’s Concept of support and provide direct therapy
Trauma and Guidance for a services to students and staff.
Trauma-Informed
Approach. HHS Publication
No. (SMA) 14-4884.
Rockville, MD: Substance
Abuse and Mental Health
Services Administration.
https://ncsacw.samhsa.gov/u
serfiles/files/SAMHSA_Tra
uma.pdf
Trauma Sensitive Schools
Training Package. (2021).
National Center on Safe and
Supportive Learning
Environments.
https://pg.casel.org/review-
programs/
Conclusion
The Ludlow Independent School District has created this plan to address the needs of all
students, in both academic and social-emotional, in conjunction with stakeholders of each of our
schools. Input from teachers, parents, support personnel, and students were solicited in
identifying needs and planning for recovery. Utilization of ESSER funds will provide the
personnel and programming the district feels is necessary to address the identified areas that
were impacted by Covid and the loss of instructional time starting in March 2020.
The Ludlow Independent School District recognizes the importance of stakeholder
feedback and input as students, teachers, administrators, families, community agencies, and local
businesses begin to recover from the COVID-19 pandemic. Prior to Ludlow Independent
School District creating a recovery plan, stakeholder feedback was solicited in multiple ways.
Stakeholder surveys were sent via email to the following groups with 53 responses. Groupsincluded: students enrolled, parents/guardians of all students, parents/students of students with
disabilities, and business/community members. In addition to the surveys, most current district
needs assessment used for budgeting and the most current CDIP was revisited by administration
and the Board of Education. Members involved in the needs assessment and CDIP development
included: SBDM, administration, District Facility Planning Committee, teacher leadership group
consisting of six teachers, Kentucky Education Association building representatives, local
business members, parents, students, Board of Education members. Currently, we do not have a
formal civil rights organization we are working with on an on-going basis.
The school district has created a plan that addresses all areas of concern and is considered
the best course of action to address loss and for recovery. If during the implementation of the
plan adjustments need to be made, stakeholders will be asked to assist in re-adjusting and
implementing changes to best serve students and the community. With implementation and
fidelity, the district hopes to recover all lost instruction due to Covid and to assist in adjusting the
student population back into routines of school.You can also read
